Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification....
K = What do you know? I have experience using offline game based learning ie role play, wide games, games with a purpose. I have a small amount of experience using games to learn new skills. I want to know how to use gamification to motivate learning of theory
W = What do you want to learn? I would like to know the finer points of why Gamification works and how to make the experience more valid for students. I would also like to learn how to create a gamified method for teaching concepts.
L = What have you learned? (we'll do this last one later) I have learned that gamification is NOT game based learning. It is rather a deliberate series of steps - GameMechanics, the Choice ofParameter and the Components.
There are 4 essential elements within gamification design - Content, Action, Behavior and Innovation.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate. Gamification and Games are quite different. Gamification uses the context to provide motivation specific to the learning situation. It uses strategies to affect behaviour during a task. Ituses game like features to enhance the learning of the content. Gamification motivates people to take some action and do something
I think a more accurate emphasis on the engagement of play needs to be highlighted in schools - particularly when students must learn complex theory.
The development of games requires deliberate thought and flexibility is essential in how a teacher encourages students. There is a large amount of work and structure to set up the gamification technique. Are the benefits still possible if the methodology is created poorly?
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. I learnt the value of a leaderboard chosen by the individual student. I now appreciate the use of spaced retrieval - it promotes deeper processing of the learned material and therefore helps retain what they have learnt.
Learning Outcomes
Year 9: Recognise the features of a good quality image. These include focal point, use of white space, resolution, use of colour and hues and layering. The use of TopTrumps card game could focus their attention on these facets, as they are often overlooked.
Challenge students to enter an external photographic competition or create one themselves. The criteria for a good score are the features being learnt such as those learnt in the TopTrumps game and additionally thirds, real vs drawn and size.
Year 11 : competition is loved by boys with the enthusiastic of achieving first or best or knocking others out of the game, instant feedback works well with elimination (have different activity for those out of game), rewards at the end of the game.
Year 11 and 12 revision: Select an item boys would like to win. Each boy is given some money (faces of all boys printed on money). The students are given a series of questions. In pairs the students decide on a question (or write their own) for another pair of students. The students also write marking criteria so that the answer is determined before the question is handed out. After receiving the question, the pair of students decide what level answer they are able to write / speak as a pair. Once written, the answers are graded one to six by the students who originally gave the question. The score is multiplied by 10 and the students 'earn' that money. The money earning competitions continue in different forms, for at least 4 lessons. The student who has the most money wins. No answer lose $50.
This method requires competition and instant feedback. Differentiation occurs as the student select the questions and marking criteria and work in pairs to work out what they are able to answer. The reward of winning occurs to have the 'prize'.
Does the game teach the required skills or is it just a game?
Required skills must be the focus of the task.
Rating other students work allows for spaced retrieval of the criteria required to have a successful win in the competition.
The students are playing a game. The activity must be modified to meet gamification standards.
Observe and reflect After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Ensuring simple rules and practising the gamification before it is used in class are ESSENTIAL.
Simple, small time-demanding organisation encourages teachers to use this method of teaching more often.
Write down the rules for students who are pedantic with their game playing involvement.
Design can incorporate student's ideas as they are keen to add their own thoughts.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Have you filled in the evaluation? Have you found the bonus level content?
Adrienne
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification....K = What do you know?
I have experience using offline game based learning ie role play, wide games, games with a purpose.
I have a small amount of experience using games to learn new skills.
I want to know how to use gamification to motivate learning of theory
W = What do you want to learn?
I would like to know the finer points of why Gamification works and how to make the experience more valid for students.
I would also like to learn how to create a gamified method for teaching concepts.
L = What have you learned? (we'll do this last one later)
I have learned that gamification is NOT game based learning. It is rather a deliberate series of steps -
Game Mechanics, the Choice of Parameter and the Components.
There are 4 essential elements within gamification design - Content, Action, Behavior and Innovation.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Gamification and Games are quite different.
Gamification uses the context to provide motivation specific to the learning situation. It uses strategies to affect behaviour during a task. It uses game like features to enhance the learning of the content. Gamification motivates people to take some action and do something
I think a more accurate emphasis on the engagement of play needs to be highlighted in schools - particularly when students must learn complex theory.
The development of games requires deliberate thought and flexibility is essential in how a teacher encourages students. There is a large amount of work and structure to set up the gamification technique. Are the benefits still possible if the methodology is created poorly?
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.I learnt the value of a leaderboard chosen by the individual student.
I now appreciate the use of spaced retrieval - it promotes deeper processing of the learned material and therefore helps retain what they have learnt.
Learning Outcomes
Year 9: Recognise the features of a good quality image. These include focal point, use of white space, resolution, use of colour and hues and layering. The use of TopTrumps card game could focus their attention on these facets, as they are often overlooked.
Challenge students to enter an external photographic competition or create one themselves. The criteria for a good score are the features being learnt such as those learnt in the TopTrumps game and additionally thirds, real vs drawn and size.
Year 11 : competition is loved by boys with the enthusiastic of achieving first or best or knocking others out of the game, instant feedback works well with elimination (have different activity for those out of game), rewards at the end of the game.
Year 11 and 12 revision: Select an item boys would like to win. Each boy is given some money (faces of all boys printed on money). The students are given a series of questions. In pairs the students decide on a question (or write their own) for another pair of students. The students also write marking criteria so that the answer is determined before the question is handed out. After receiving the question, the pair of students decide what level answer they are able to write / speak as a pair. Once written, the answers are graded one to six by the students who originally gave the question. The score is multiplied by 10 and the students 'earn' that money. The money earning competitions continue in different forms, for at least 4 lessons. The student who has the most money wins. No answer lose $50.
This method requires competition and instant feedback. Differentiation occurs as the student select the questions and marking criteria and work in pairs to work out what they are able to answer. The reward of winning occurs to have the 'prize'.
Does the game teach the required skills or is it just a game?
Required skills must be the focus of the task.
Rating other students work allows for spaced retrieval of the criteria required to have a successful win in the competition.
The students are playing a game. The activity must be modified to meet gamification standards.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Ensuring simple rules and practising the gamification before it is used in class are ESSENTIAL.
Simple, small time-demanding organisation encourages teachers to use this method of teaching more often.
Write down the rules for students who are pedantic with their game playing involvement.
Design can incorporate student's ideas as they are keen to add their own thoughts.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Have you filled in the evaluation? Have you found the bonus level content?